Iep Inquiry Questions

There are many ways for parents to actively participate in their student’s education. Scholastic.com recommends including tips for helping parents get involved. In this 6th grade classroom, each EC parent will receive a copy of their child’s IEP goals, along with the date of their annual review and re-evaluation date, if applicable to this school year. Parents are asked if there is a preferred day of the week and time to best schedule future IEP meetings. Attached to this information will be contact information for both co-teachers including email address, school phone number, planning time and a calendar denoting the designated monthly parent-teacher conference days and times. Additional components of the parental involvement piece to Curriculum Night includes an invitation to join our PTO, sports schedules, and information about proctoring. Parents are also encouraged to occasionally eat lunch with their child in the school

In the video, it discusses the main purpose the to discuss the student behavior. I also notice that they included a parking lot for when the meeting gets out of topic we can write down in the parking lot and address them at a later the end of the meeting. Also, the team must discuss the main goals to create strategies to help with the student educational goals. In the video, it discusses the student overall progress and behavior and set out goals was to create strategies to improve student behavior at school. In addition, reviewing to IEP checklist I believe the difficult part is not getting off the topic. They will be parents that are unhappy or don’t agree with the results that can cause tension and frustration. The purpose of the meeting is to collaborate and coming into agreement strategies to improve on the child goals. It will be difficult to stick with the agenda when the parent has other topics to address instead of the goals that are presented. Facilitated IEP are beneficial with complex IEP meeting issues especially when knowing beforehand situations have been complex. A facilitator supports the general IEP team that is conducting a IEP meeting. The team members run the meeting while the facilitator main purpose is to intervene and upholds the peace, while assisting the team to focus on the real issues and goals in

Parents complain about not given enough time and are not invited to the IEP meeting earlier enough to make sure that they can attend the meeting. Parents say that if they are given enough time to prepare in advance for their child’s IEP appointment they can’t arrange their work schedule. Parents think that IEP meeting participation would be higher if parents were told way in advance. Parents need to be able to go get resources and obtain information on their rights and responsibilities from IEP information center, booklets, website hubs and a pre-meeting before the original meeting with the IEP team. Parents complain that they feel pressure and do not know if they can ask questions, make suggestions or dispute information they hear in the IEP meeting. Parents feel if they know some of the issues that will come up they will be better prepared to help their child and are more aware of what will happen in the meeting. Some parents complain that they don’t understand everything that happens during the IEP meeting and sometimes they need a translator or interpreter who is on their side to help. Parents do not want someone who will just translate or interpreter information not understanding what the parents really wanted to advocate on behalf of their child. Parents feel that because it’s

The IEP meeting had the purpose of evaluating the child’s previous disability, and to determine if the child will continue to qualify for IEP services. The child’s disability was speech delay, according to Heward, he describes speech delays, when speech it is not understood by others (2006).

Productive and successful IEP meetings require careful preparation on the part of all stakeholders. Guardians who arrive at their kids IEP meeting without have not have not done their assignment risk beforehand end up leaving the room without a full understanding of what they agreed to. In order to participate fully and confidently in the IEP meeting, guardians must be informed about the process, know details well, and in possession of all the information needed to make the best decisions regarding their kid. We must keep in mind that the focus is on the kid's needs, not the district's resources or the guardian's expectations.

While in conversation I came to learn that parents have a major role because they are the advocate for their child and they have a common right to be a part of IEP meetings. Not limited to making decisions on how the student will be taught and where they will be taught. Mrs. Mangum stated, “Every school has a special education

Both non-verbal and verbal strategies were used during the IEP to create an open discussion amongst the participants. An example of a verbal strategy that the special education teacher used was asking the mother and father if they had any questions or concerns they would like to address at

Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.

“This is a huge issue in the EC world at all levels. We pretty much track them down. I have met them at ball games, gone to their work places, we send our social worker to their house, we have intercom phone meetings and then they come by or meet us to sign the IEP. We get pretty creative. But we pride ourselves on having face to face with the parents and that the students are

Although knowledge provided by textbooks is essential, being able to receive advice from someone whose daily life is spent teaching and interacting with students with exceptionalities is also very valuable. When I asked for advice that would be helpful for new teachers who will work with students with special needs, I received a plethora of suggestions. Ms. Moos said that a new teacher needs to have high expectations for all students, including those with exceptionalities. She also said that it is important to keep in contact with special education teachers and the students’ parents. The one piece of advice that stood out to me was to no believe everything within an IEP. Ms. Moos said this with caution. She noted that the information provided within an IEP is important and useful, but if not read with proper thoughtfulness one may understand the student differently than they may be. To combat such a situation, Ms. Moos, first, recommended that we get to know the student first before we judge them based on their IEP. She also suggested that the circumstances in which the parts of the IEP were based on may be different than circumstances a student could currently be in. This piece of advice, along with tips, gave me a new perspective on approaching an IEP.

Brady about her IEP experiences she first explained to me how her role in the IEP process changed drastically when she stopped teaching in New Jersey and began teaching in Pennsylvania. In New Jersey, she said he role was more of just a participant in the IEP meeting and that was it. Here in Pennsylvania, she says she plays the role of “case manager,” and must help to organize the IEP meeting. Thus, she found herself understand the IEP increasingly, specifically, understanding the student and their needs more. The reoccurring issues that she saw occurring in IEP meetings that conflict an or tension were parents not wanting to use labels and problems with students not meeting expected goals. Something that she stressed was that an IEP is meant to be “living,” and should be changed as often as necessary to keep it “fresh,” and effective. Another key point that she stressed was involving parents. She told me that she makes 5 to 6 calls home a year about a student’s IEP and that these phone calls were usually positive and to let a parent know that their child had met a goal set in their IEP. She said that her colleagues were a great with helping her to get in touch with the parent of the child discussed earlier, helping her to communicate effectively with his mother who does not speak much

With this letter, I would like to reflect and discuss observations made from our IEP Professional Development that took place on yesterday. I personally feel that the professional development was not well received. I observed several side-bar conversations, usage of cell phones, and a lack of engagement while our paid consultant was providing a service that we are in dire need of. This is not who we are and what we represent. Clarendon 2's SPED mission is PRIDE...Providing Relevant Individualized Direct Education for Students. While our District's mission, is "Educating Children." This was not reflected on yesterday, which is disheartening.

Unfortunately, the administrator remained quiet during the IEP meeting and did not offer any input during the collaboration period. This generated a strain on the relationship between the school and home setting, as open communication is essential. It is imperative each member of the IEP team feel valued and respected. As the program specialist I stepped in and facilitated conversations which prompted essential discussions centered around the unique needs of the student. In addition, I executed probing questions that provided opportunities for the parent to share specific concerns. My experiences have illuminated the notion that parent must be provided with platforms to voice concerns, share challenges, and provide essential information pertaining to their child. An IEP meeting is a sacred time that allots parents the opportunity to take ownership of their child’s education as an advocate.

In order to create a learning environment where each student can effectively learn, “educational professionals and parents need to be able to understand federal requirements for individualized education program (IEP) meeting. Educational professionals and parents need to have an understanding of the principles behind the Individuals with Disabilities Education Act (IDEA). The principles include; zero reject, nondiscriminatory evaluation, individualized and appropriate education, least restrictive environment, procedural due process, and parent participation. The article discusses the importance of these principles during IEP meetings by examining six things that should never be said during an IEP meeting during six different scenarios.

This situation also carried over into mentoring as both new EC teachers were awaiting goals and feedback from the speech therapist. My younger mentee lacked the experience in how to approach the situation. I encouraged her to approach the speech therapist first and we discussed the way to ask via email. Ultimately, the new EC teachers learned the value of planning IEP meetings well in advance, which they both had done but they now understand how much more fall-out there would have been